Learning as constructor of knowledge :-- Learning is the way of knowing the

phenomenon that occurs during the search for meaning, which is an individualistic
process. This process has been projected to both incidental and intentional learning and
it comprises totally individualistic characteristics. Individuals’ desire to gain new
knowledge about objects and subjects corresponds to their individualistic inquiry about
phenomenon. Knowing refers to making meaning and is the creative process of
becoming self-beings in life-world. Meaning-making becomes the reference of
individuals’ own experiences of learning that is attributions of creation and construction
of knowledge. Meaning-making is the main tool of phenomenology and phenomenology
becomes reference of individuals to reflect their own perceptions of phenomenon while
creating and constructing knowledge. Learning is the process of creating and
constructing knowledge and some individuals’ learning may occur in educational system.
As students try to improve their learning, they take part in the learning-teaching process.
Students’ learning in school is intentionally designed to monitor their learning and this
process is called the learning-teaching process. Learning-teaching process operates by
means of interaction between students, teachers and knowledge. Students and teachers
don’t have sufficient time to create and construct knowledge in the learning-teaching
process and teachers mostly transmit and distribute ready-made knowledge in this
process. Thus, students must follow their teachers’ plans and other education
policy-makers who decide what type of knowledge and experiences are important for
students’ learning. Creating and constructing knowledge cannot be the primary aims for
them in the formal learning-teaching system. However, the creation and construction of
knowledge must be the main issues in the learning-teaching process.

Learning as transmission and reception of knowledge ::

According to organisation studies, collaboration can reach various stages of
development (Frey, Lohmeier, Lee, & Tollefson, 2006; Gajda, 2004).
They define it more precisely as: “Propositional knowledge is derived through research
and scholarship, with an attempt to generalize findings”, consisting in “knowing that”, as
opposed to “knowing how” (Higgs et Titchen 1995, 526). behaviour” (p. 522). All kinds
of professionals use everyday knowledge, including those with the highest levels of
qualification.

Finally, practical and everyday knowledge can be formal: codified in texts, or at least
described clearly and systematically within training. However, they are also frequently
tacit: not explicitly taught in classrooms but learned unconsciously during the course of
life or of working.

Results

The analysis of the data regarding knowledge in collaborative practices situations

revealed two main types of transmission. Firstly, knowledge transmission can consist,
for a professional, in knowing (and recognizing) what the knowledge of others is, how it
is organized, its limits. This implies knowing sufficiently about the others’ knowledge.